Engineering Our Future

1. Engineering Our Future The Search for Talent Chris J Murray 25th May 2011

2. Do you recognise this?

3. National Grid. 50:50 UK US Distribution Transmission Gas Electricity

4. Recognise this as ………………….?

5. What’s Happening in Energy? Decline of North Sea Gas Asset Replacement Sustainability and Climate Change.

6. The future … Tidal Barrages? Carbon Capture & Storage? Smart Meters? Electric Vehicles? Hydrogen Networks? Biomass? Nuclear: fission or fusion? Wind Farms? Solar energy from the Sahara?

7. It’s a £200 billion Engineering Challenge …

8. … and it Matters.

9. How Many People? Around 2000 people per year into the 2020s just to replace leavers Learner intakes at double that rate to allow for new work (Significant experienced-hire activity as well) Data: Energy & Utility Skills (National Skills Academy for Power). Total for electricity power sector companies. Permanent employees

10. Young people cannot visualise what an engineer does Teachers too often don’t know enough to recommend engineering as a career Work experience is the intervention most likely to change perceptions & choices Engineering as a Profession This research told us …

11. Some Quotes … Isn’t it like a higher end of builder? (Young People, STEM academic, London) “Why would I recommend engineering? All the factories are closing.” (Teacher, W.Mids) “A Silent Industry. You don’t know about it & it’s very hard to find out about it? (Parent, London) When you say ‘I’m an engineer’, people think you fix photocopiers or lifts or something (Engineers, Warwick)

12. Perceptions & Attitudes: The Definition Problem Common view that engineering and ‘an engineer’ are hard to define – results in a rush to the ‘lowest common denominator’… • Parents, teachers and young people find the terms too broad and vague • Though there is at times good awareness of other types of engineering and higher end roles, people are more comfortable talking about ‘blue collar’ roles (due in part to higher visibility) • Engineers are frustrated at lack of public understanding and ‘watering down’ When you say ‘I’m an engineer’, people think you fix photocopiers or lifts or something (Engineers, Warwick) Isn’t it like a higher end of builder? (Young People, STEM academic, London) Dirty Menial at times Overalls not suits Fixing/mending things Unsociable hours Physically demanding Low paid A job not a profession Men not women

13. Perceptions and Attitudes: The Invisible Profession. Connected to this, parents, teachers and young people are unsure about what an engineer does, where they work, and how to get into engineering. • STEM teachers are embarrassed by their lack of knowledge (except FE teachers who tend to be ex-engineers, and those with family connections) • Lack of knowledge means they are unlikely to recommend • Parents’ knowledge is limited, and falls back on stereotypes around manufacturing in decline and blue collar jobs • Similarly, young people cannot visualise what an engineer does every day (even those studying STEM courses) • Reinforced by lack of perceived media profile • National Grid engineers feel ‘invisibility’ is even more of an issue for them due to lack of a consumer-facing brand or product. Perhaps we are not alone?

14. The Invisible Industry: Recent Achievements Low visibility and a lack of public understanding is demonstrated by the majority of young people being unable to name a recent engineering achievement Q. Now thinking of engineering in general, please could you name some recent engineering achievements that have taken place? YOUNG PEOPLE 3 mentions 60% of young people unable to name a recent major engineering achievement At least one mention 2 mentions 70% of girls and 50% of boys unable to name a recent major engineering achievement 1 mention Don’t know 40% able to name at least one recent engineering achievement

15. There is some good news though … Engineering is held in relatively high esteem: more so among parents. Q. Here is the list of jobs and careers. I’d like you to tell me which, if any, you think make a significant and positive contribution to society? Why the gap?

16. Perceptions & Attitudes: Snobbery & Stereotypes But deeper discussion uncovers underlying snobbery and stereotypes… Prejudices result in unhelpful behaviours Attitudes and behaviours Going into engineering = settling for a lesser option (esp. STEM academic parents, BME parents, some teachers) FE teachers feel other teachers see engineering as for less academic/ ‘good with hands’ (even if maths is awful) Obsession with academic results & ‘engineering = vocational work’ means engineering not actively recommended (apprentices talk of being discouraged by teachers or parents) Prejudices Menial/blue collar job Fixing not creating ‘Northern’ (parents in London) Men not women (BME parents especially) No jobs – dying industry (strongest in Midlands) *Menial perception coexists with view training takes a long time (parents see as off-putting)

17. Perceptions & Attitudes: People you know Research underlines the positive impact of knowing an engineer on overall perceptions and favourability • Parents and teachers who know engineers see the benefits (salaries engineers earn, the ability to work around the world) • FE teachers tend to be ex-engineers and are positive about the profession • A significant number of National Grid engineers we spoke to had a family connection to engineering, which influenced their decision to apply • “My father was an engineer and in the 1970s he was in the 200k bracket which was totally unheard of, he worked in the United Arab Emirates, he worked for American companies.” (Parents, non-STEM vocational, Manchester) • “My Dad’s an engineer, and most of his friends and other family members are in the same sort of industry, and they have been since they left school.” (National Grid Foundation Engineer)

18. Perceptions & Attitudes – A way forward? Engineering currently ‘sits in isolation’ – communications needs to connect engineering to creativity and technology The current situation: engineering = Mending not creating – lathes not laptops Creativity People don’t associate design and problem solving with engineering Young people want creative jobs - powerful driver for girls Technology Seen as separate area + Engineering linked to the past Teachers talk about interest in IT/gaming/internet/gadgets as way to connect to kids

19. What might change things? Polling supports the observation that creativity is a potent driver, particularly for girls. Messaging around problem solving would be more effective than repairing things – a negative for girls. Young people would like to be able to… Girls Boys

20. Engineering allure! Our research suggest we can increase the appeal – the allure – of engineering via four routes … Hobbies & interests Personality & celebrity Impact & icons Money & benefits Importance and priority

21. So, which interventions … Polling supports the case for increasing exposure of young people to engineers and engineering, but how? Work experience in engineering roles Open days at engineering companies School/college visits by engineers Year long scholarships in an engineering role After-school clubs on engineering Week long science camps for young people Better science equipment in schools and more practical equipment YOUNG PEOPLE Teachers who know more about engineering DVDs and brochures on engineering for use in schools Engineering exhibitions at major museums

22. Which interventions? National Grid will be increasing its effort with these three interventions (in addition to our current commitments) Work experience Talks in school by engineers Open days Can stand out and inspire Need to be young, engaging, dynamic and non-patronising Practical tasks Show relevance of STEM Powerful tool to inspire Anecdotes of successful examples (BA, TfL, Jaguar) Shows practical and aspirational side of engineering Offer real insight and connections Young people in vocational routes – often stay with those that first offered experience Must be more than tea-making!

23. Remember………..it really matters!

24. The Report Engineering Our Future Inspiring and attracting tomorrow’s engineers Available online in PDF Format from www.nationalgrid.com Contact: Richard Earp richard.earp@uk.ngrid.com